Professional Documents
Culture Documents
reading. Each time we stopped at a miscue, Chloee was able to give me a reason for what she
thought her brain was doing. For example, when we stopped at mernel for kernel on p. 12,
she said that she first said it wrong then went back and corrected and she realized she had done
the same thing when we stopped at three for there on p. 14. Then when we stopped to
discuss kidnapped for chicknapped, she quickly read the expected response. When we went
back and stopped on p. 4, we came to find out that Chloee had heard the word choir before, but
there were no context clues or picture cues to help her figure that word out. In addition, the
graphics do not make complete sense since the ch in the word choir does not follow the
normal ch sound rule. Finally when we stopped at fuzz for fuss on p. 22 (this is missing
from the recording), Chloee reread the sentence and said, You cant hear fuzzso that cant be
right! Although Chloee had never experienced RMA before or even heard the term miscue, she
seemed to be catching on quickly to the purpose of our discussion. She was thinking about her
reading and her miscues, telling me what she thought her brain might have been doing, and
making new sense of the story.